This intensive, accelerated course satisfies concurrently the UC Entry Level Writing Requirement and the first half (Part A) of the Reading & Composition Requirement. It offers students structured, sustained, and highly articulated practice in the recursive processes entailed in reading, critical analysis, and composing. Readings include imaginative, expository, and argumentative texts comparable in complexity to those encountered in the lower-division curriculum. Texts are chosen to represent views and perspectives of authors from diverse social and cultural backgrounds. Students read five thematically related book-length texts, or the equivalent, drawn from a range of genres, in addition to non-print sources. In response to these materials, they craft numerous short pieces leading up to three to five essays—works that include elements of narration, exposition, and argument. Students write a minimum of 40 pages of prose during this semester and they compose an annotated portfolio that showcases their best work.
We often divide gender into two neat categories—male and female—and ignore many questions. Is gender constant or fluid? Is it biologically determined, socially constructed, or both? If gender is at least partially constructed, who or what constructs and maintains the categories, and how fluid or fixed are those categories? What are the advantages and disadvantages of being perceived as male or female, masculine or feminine? And, what happens when people explicitly or implicitly blur the boundaries? This section of College Writing R1A focuses on the ways gender plays out in various areas, such as biology, language, current events, advertising, novels and more.
By reading texts representing various disciplines and perspectives, students will examine and critique the way gender impacts our understanding of ourselves, others, and our world. More importantly, student will learn a range of rhetorical strategies to write about these topics in ways that engage their readers.